Teaching Lab All Partners Report: Unmatched

2020-2021 Report

Background

In SY20-21, Teaching Lab administered online diagnostic and follow-up surveys of educators participating in Teaching Lab’s professional learning in order to measure growth and improvement in three different areas: 1) Educator Mindsets and Beliefs, 2) School Environment, and 3) Content and Pedagogical Content Knowledge. There were 547 educators who completed the diagnostic survey, 120 educators who completed the follow-up survey, and 34 educators who completed both.

Summary of Results

Methodology and Presentation of Results

We have provided two types of results for each section: The results in the first three columns of the table refer to the overall group averages. We provide the group average for the diagnostic and follow-up surveys as well as the percentage point change (increase or decrease) over this time. It is important to note that the group that completed the diagnostic survey and the group that completed the follow-up survey are different in size. The results in the fourth column reflect the percentage of educators who improved their responses or sustained the highest level response from the diagnostic to follow-up survey. This group of educators is the same for both surveys and is smaller in size.

Section 1: Mindsets and Beliefs

Educators were asked a series of questions about their mindsets toward instruction and students on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. The questions focused on four core constructs surrounding mindsets and beliefs, specifically the recognition of race and culture, growth mindsets, high expectations, and taking accountability for equitable instruction.


1
Methodological note: Mindsets and Beliefs questions were scored in the following way: for positively coded items, “1” and “2” were worth 0 points, “3” was worth 1 point, and “4” and “5” were worth 2 points. This was reversed for negatively coded items where “4” and “5” were 0 points, “3” was 1 point, and “1” and “2” were 2 points. Educators were considered to have improved if their score on the follow-up survey was higher than that of the diagnostic survey. (e.g., they responded “4” on the diagnostic and “5” in the follow-up for positively coded items, they responded “4” on the diagnostic and “3” in the follow-up for negatively coded items). Educators who responded with the highest-level responses (“4” and “5” or “1” and “2”, depending on the item) on both the diagnostic and follow-up surveys were considered to have sustained equitable mindsets, growth mindsets, high expectations, and/or accountability for equitable instruction.

     

Educators’ Averages Scores on Equitable Mindsets and Beliefs, by Survey Administration
Average Scores on Equitable Mindsets & Beliefs
% of Educators that Improved or Sustained High Scores
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 68% 71% +3% 80%
Recognition of race & culture 33% 34% +1% 52%
Holding growth mindsets 53% 61% +8% 74%
Having high expectations and beliefs 96% 94% −2% 96%
Taking accountability for equitable instruction 92% 93% +1% 97%

1 Note: The number of observations varies between items from 116 to 547

2 n = 116

The plot illustrates educators’ average scores from the diagnostic and follow-up surveys, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease in the average scores.

Section 2: School Environment

Educators were asked about their school environment, including culture and climate on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. Specifically, educators were asked about trust and connectedness to other educators, their role in shaping their own professional learning, and confidence in implementing the curriculum in a way that maximizes positive impact for student learning.


2
Methodological note: Educators were considered to have positive perceptions if they responded “4” or “5” on the scale. They were considered to have improved on an item if their response on the follow-up survey was at least one response higher than the diagnostic response (e.g., they responded “3” on the diagnostic and “4” on the follow-up). Educators who responded with the highest-level responses (“4” or “5”) on both the diagnostic and follow-up surveys were considered to have sustained positive perceptions.

     

Educators’ Perceptions of School Culture and Climate, by Survey Administration, by Survey Administration
% of Educators with Positive Perceptions of School Culture and Climate
% of Educators that Improved or Sustained Positive Perceptions
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 66% 64% −2% 84%
Trust in fellow teachers 83% 72% −11% 88%
Connectedness to fellow teachers 75% 70% −5% 90%
Have influence over professional learning 36% 38% +2% 67%
I am confident that I am implementing the curriculum in a way that maximizes positive impact for student learning 68% 74% +6% 90%

1 Note: The number of observations varies between items from 109 to 440

2 n = 109

The plot illustrates the shifts in educators’ reported culture and climate, which corresponds to the information in the first three columns of the table. Orange represents the percentage of educators with positive perceptions in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who agreed or strongly agreed with the items.

Section 3: Content and Pedagogical Content Knowledge

Educators were asked a series of questions about their knowledge of instructional shifts and evidence-based instructional practices in their content area.

Section 3a: ELA Content and Pedagogical Content Knowledge

In ELA, the questions focused on seven core constructs, as shown in the table.

Educators’ Average Scores on ELA Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with ELA Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained High Scores
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 59% 66% +8% 72%
ELA instructional shifts 51% 58% +6% 64%
Fluency 52% 58% +7% 65%
Text complexity 58% 73% +15% 79%
Close reading 66% 72% +6% 76%
Building knowledge 52% 67% +15% 74%
Supporting students with unfinished learning 68% 70% +2% 72%

1 Note: The number of observations varies between items from 69 to 408

2 n = 69

The plot illustrates the shift in educators’ average scores for ELA content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 3b: Math Content and Pedagogical Content Knowledge

In Mathematics, the questions focused on four core constructs, as shown in the table.

Educators’ Average Scores on Math Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with Math Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 60% 63% +3% 69%
Math instructional shifts 53% 53% +0% 62%
Equitable Math Instruction 72% 78% +6% 82%
Supporting students with unfinished learning 65% 72% +7% 75%
Effective Teaching Practices 56% 54% −1% 60%

1 Note: The number of observations varies between items from 51 to 129

2 n = 51

The plot illustrates the shift in educators’ average scores for Math content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 4: Teacher Observations by Administrators

Coaches, leaders, and/or administrators were asked about the areas they focus on when observing teachers in general and also whether they observe differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not.

First, coaches, leaders, and/or administrators were asked whether they focus on the following areas when observing teachers: The lesson is focused on a high-quality text or task. The questions and tasks address the analytical thinking required by the grade-level standards. All students have opportunities to engage in the work of the lesson.

Observation Practices of Coaches, Leaders, and Administrators, by Survey Administration, by Survey Administration
% of Coaches, Leaders, and Administrators who Agreed or Strongly Agreed
% of Educators that Improved or Sustained
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
When observing teachers, I focus on…           Overall score 91% 85% −6% 91%
Whether the lesson is focused on a high-quality text or task 89% 82% −7% 91%
Whether the questions and tasks address the analytical thinking required by the grade-level standards 89% 91% +2% 91%
Whether all students have opportunities to engage in the work of the lesson 94% 82% −12% 91%

1 Note: The number of observations varies between items from 11 to 107

2 n = 11

The plot illustrates the shifts in coaches, leaders, and/or administrators’ reported observation practices, which corresponds to the information in the first three columns of the table. Orange represents the percentage who always or almost always focus on these aspects in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who always or almost always focus on these aspects.

Coaches, leaders, and/or administrators were also asked to compare teaching practices between Teaching Lab participants and non-Teaching Lab participants in the follow-up survey. They were asked about the same three areas above.

Differences in Teaching Practices between Teaching Lab Participants and Non-participants, as Reported by Coaches, Leaders, and Administrators
TL Teachers1 Non-TL Teachers1
The lesson is focused on a high-quality text or task 100% 55%
The questions and tasks address the analytical thinking required by the grade-level standards 82% 0%
All students have opportunities to engage in the work of the lesson 73% 9%

1 n = 11

The graph illustrates the differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not, as reported by the coaches, leaders, and/or administrators.

Section 5: Lab Leaders

Lab Leaders were asked about their engagement in different activities, such as leading professional learning, leading PLC meetings, coaching teachers, sharing information and resources, and improving their own instructional practices.

% of Lab Leaders who engaged in the activity1
Improved their own instructional practice 17%
Led PLC meetings for teachers, Coached teachers, Shared information or resources with teachers, Improved their own instructional practice 17%
Led professional learning for teachers, Led PLC meetings for teachers, Coached teachers, Shared information or resources with teachers 17%
Led professional learning for teachers, Led PLC meetings for teachers, Coached teachers, Shared information or resources with teachers, Improved their own instructional practice 50%

1 n = 6

The graph below illustrates the Lab Leaders participation in different activities.

Section 6: Student Work

Student work has been analyzed to see if there was a difference in outcomes following the implementation of professional learning. The following figures illustrate that difference.

Section 7: Participant Feedback

Looking at participant feedback from All Partners we see good scores across the board:

Teaching Lab Performance on Participant Feedback Questions for All Partners
How Likely Are You To Apply This Learning To Your Practice In The Next 4-6 Weeks? I felt a sense of community with the other participants in this course even though we were meeting virtually. This course helped me navigate remote and/or hybrid learning during COVID-19. % Who Say Activities Of Today's Session Were Well-Designed To Help Me Learn S/He Effectively Built A Community Of Learners
89% 90% 67% 68% 91%

Finally, looking at the textual feedback from participants we also see a lot of positive feedback, even when people are giving tips for improvement

Comments on what Went Well
Quotes

"Collaboration with peers about student goals and breakout
sessions were beneficial."

"Overall, this was a good course for someone who has not
worked with EL. I feel I learned best when we were engaged
in small group activities and able to communicate with other
educators about the program. Bouncing ideas off one another
was also effective because I was able to listen to other
educators successes using this program and what I can do to
bring in different techniques into my classroom."

"I was challenged to think about how I viewed math and in
turn how I was teaching it."

"It went great. Everything was managed well, presented well,
and responded to appropriately."

"The sense of community was great to bounce ideas off and
learning new things from other teachers. The facilitators,
Mary Shaw-Lewis and Elizabeth Van Hosen were great. They
were very engaged in their teaching and well versed in
teaching the material."

"Loads of new learning and material was presented. Great care
was taken to provide the material in digestible chunks that
can be revisited in some way."

"combination of breakouts and whole group, opportunities to
connect with colleagues"

"The activities and assignments were challenging and thought
provoking, and the group activities were well planned
and executed to allow for time for peer interaction and
learning."

"The breakout groups that I was involved in helped me have a
better understanding with what I will be doing."

"The instructors were so approachable and I made me feel
comfortable in asking questions if I needed to!"

Comments on Improving Experience
Quotes

"To have completed this boot camp in July so that I could
have put a team together and plan the roll out without
feeling rushed"

"It would be better to always have questions displayed and
materials links easily accessible from zoom breakout groups.
This is a problem with Zoom. Once you go to Breakout groups
- you cannot see what was displayed in the main room.
Sometimes the facilitators forgot to take the extra steps to
display questions and materials in the breakout groups from
the beginning."

"Time...but that isn't your fault..it's a lot to take in and
plan for school reopening at the same time."

"Would have liked to have the documents for POP ahead of
time?? Not a big deal though."

"A little more time for the asynchronous work. I felt very
rushed to complete the activity and probably would have done
a better job if I had more time."

"It would be beneficial for the breakout rooms to have more
time. Another improvement would be the purpose or activity
that we are completing in the breakout room be posted within
the room."

"It is difficult to complete the pre-work many times,
in advance. However, the materials and activities were
insightful."

"I wish I had the standards that went along with the second
video in Achieve the Core"

Additional Comments
Quotes

"I wish the District could also offer us an advance training
to learn more about this curriculum and required all
teachers who are using the curriculum to attend."

"We had a third facilitator = Zoe Rind and she was fantastic
as well. This form didn't give an option to list the 3rd
person."

"Thank you for creating a collaborative culture where
everyone's voice is heard and we can all feel comfortable
sharing our experiences and ask questions."

"Instructors should know in advance what materials the
teachers actually have access to and remember, you have been
navigating this material for a long time and we haven't.
Nothing worse than struggling to find something that
someone telling you how easy it is to find, to make you feel
inadequate."

"I hope to participate in this type of course again because
it was well -structured and engaging. We need more equity in
teaching and the world really."

"Stacy really knows her content and how to pull it apart. As
the facilitator or our breakout sessions, she made me look
at it in a very different way that will be so very helpful
this year."

"Having the main facilitator delivering the lessons and
the second managing everything else was a really solid
structure. Keep doing that."

"I really liked the last couple sessions because that is when
we took a closer look at the Eureka Curriculum. I would have
liked more time planning with cohorts and even practicing
lessons."

"The both of you did a great job facilitating the PD.You
always showed great enthusiasm about the topic, and kept the
energy positive."


  1. Methodological Note 1↩︎

  2. Methodological Note 2↩︎

 

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